Zhou Kunyi, Olsen Jessica, Casement Melynda D, Van Ryzin Mark J
University of Oregon, Eugene, OR, United States.
University of Oregon, Eugene, OR, United States; Oregon Research Behavioral Intervention Strategies, Eugene, OR, United States.
J Sch Psychol. 2025 Apr;109:101417. doi: 10.1016/j.jsp.2024.101417. Epub 2025 Jan 7.
Peer relationships are a significant source of stress for adolescents that can negatively impact sleep quality. Cooperative learning can reduce adolescent stress by enhancing positive social interactions in school, which may improve adolescent sleep quality. This study evaluated (a) the effects of technology-assisted cooperative learning (i.e., PeerLearning.net) on adolescents' sleep quality, sleep duration, and sleep onset latency; (b) whether these effects were mediated by reductions in stress; and (c) whether effects were moderated by race and ethnicity, sex, grade level, and dosage. We conducted a cluster randomized trial with 12 middle and high schools in the Pacific Northwest (n = 6 intervention, n = 6 control) and collected two waves of data from a sample of 813 students (50.2% female, 70.7% White, US Grades 6-9, ages 12-16 years). Results indicated significantly reduced stress (R = 0.80) and increased perceived sleep quality (R = 0.47) among adolescents after implementing technology-assisted cooperative learning, including a significant effect for dosage, but no effects on sleep duration or sleep onset latency. Effects on perceived sleep quality were mediated by effects on stress. No moderation by sex, grade, or race/ethnicity was found. Our findings (and those from previous research) suggested that technology-assisted cooperative learning is a promising universal school-based prevention program that can impact a wide range of student (and teacher) outcomes.
同伴关系是青少年压力的一个重要来源，会对睡眠质量产生负面影响。合作学习可以通过加强学校中的积极社交互动来减轻青少年的压力，这可能会改善青少年的睡眠质量。本研究评估了：（a）技术辅助合作学习（即PeerLearning.net）对青少年睡眠质量、睡眠时间和入睡潜伏期的影响；（b）这些影响是否通过压力的降低来介导；以及（c）这些影响是否因种族、性别、年级和剂量而有所不同。我们在太平洋西北部的12所初中和高中进行了一项整群随机试验（6所干预学校，6所对照学校），并从813名学生（50.2%为女性，70.7%为白人，美国6至9年级，年龄12至16岁）的样本中收集了两波数据。结果表明，实施技术辅助合作学习后，青少年的压力显著降低（R = 0.80），感知睡眠质量提高（R = 0.47），包括剂量有显著影响，但对睡眠时间或入睡潜伏期没有影响。对感知睡眠质量的影响是由对压力的影响介导的。未发现性别、年级或种族/民族的调节作用。我们的研究结果（以及之前的研究结果）表明，技术辅助合作学习是一个有前景的基于学校的普遍预防项目，可以影响广泛的学生（和教师）成果。
